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dc.contributor.advisor Motlhakaka, H. A. Makgoale, Makobo Charmaine 2023-04-26T07:53:48Z 2023-04-26T07:53:48Z 2022
dc.description Thesis (M.A. (Language (Education)) -- University of Limpopo, 2022 en_US
dc.description.abstract The impact of the switch in LoLT between Grade 3 and 4 has been the subject of much research in South Africa which results in grade 4 low pass rate. What constitutes a problem is that during this transition from Sepedi to English as LOLT, most learners are linguistically not ready to make this leap (Heugh, 2006; Maswanganye, 2010). The change of the language of learning and teaching from Sepedi to English in Grade 4 is problematical because of the challenges in adjusting to the use of English as LOLT (Macdonald, 1990; Alexander, 2005; Heugh, 2006; Maswanganye, 2010). The purpose of this study was to investigate the impact of English First Additional Language on learners‟ academic performance in Grade 4 at a primary school. A qualitative research approach was adopted in this study due to the fact that this study was explanatory and descriptive in nature. This study used a qualitative case study research design and qualitative interpretive paradigm which allowed the researcher to gather information through observations and interviews. This study was guided by sociocultural theory developed by Vygotsky (1978) because it emphasizes that teachers can use strategies to create classroom conditions that foster learning by modeling, scaffolding and the development of the learners‟ zone of proximal development (ZPD). The study used inductive thematic data analysis method to analyse data collected from observation schedule and interviews. The findings showed that learners‟ hindrance concerning reading and writing in the English language is home based factors because of socioeconomic factors. This study shows that less teacher training also poses challenges to English reading development as they do not have sufficient knowledge on reading strategies to deal with the transition of grade 4 learners from Sepedi to English First Additional Language as a language of learning and teaching. The study recommends training of teachers on how to teach reading and implementation of additive or bilingualism for the subsequent language policy development in South African education system should be considered. en_US
dc.format.extent xi, 80 [1] leaves en_US
dc.language.iso en en_US
dc.relation.requires PDF en_US
dc.subject English First Additional Language en_US
dc.subject Socio-economic factors en_US
dc.subject Zone of Proximal Development (ZPD) en_US
dc.subject Scaffolding en_US
dc.subject Low articulation en_US
dc.subject Code-switching en_US
dc.subject Academic performance en_US
dc.subject Additive bilingualism en_US
dc.subject.lcsh Education en_US
dc.subject.lcsh Bilingualism en_US
dc.subject.lcsh English language -- Study and teaching en_US
dc.subject.lcsh Second language acquisition en_US
dc.subject.lcsh Code switching (Linguistics) en_US
dc.subject.lcsh Academic achievement en_US
dc.title The impact of English first additional language on grade four learners' academic performance : case of a primary school en_US
dc.type Thesis en_US

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